Facilitating the Understand Step - Lessons Learned

Briefly describe/review how you decided to apply and use the Understand step in the project you selected. Include how you used diagnostic model and what challenges you experienced.

In review, I decided to use the Understand step for my project to document the process of switching from a course nomination process to an application process for online course development. I used the diagnostic model to create a snapshot of the process and realized where we intended to go wasn't where we ended up. The diagnostic model revealed that feedback was nil. Perhaps this would have made a difference in the projected direction of the project from the onset.

Next, explain the "lessons learned" you have gained from conducting the Understanding step. This might include insights about your project or the facilitation process of working with others. Be sure to describe the role you played as the architect and facilitator during the Understand step.

I learned that big projects often have the least amount of building blocks and that's OK -- if they aren't needed to accurately describe or model the learning environment. Getting the clients feedback while using the guide brings clarity and focus. In my role, I documented the process, submitted to my client for review and added additional comments or suggestion to improve the learning environment.

Creating Diagnostic Models with the Understand Guide

Design Pattern Swap

For my Design Pattern Swap I used an existing learning environment of a Transformative Learning (TL) Seminar. It incorporates both classroom and online asynchronous components. I identified the learning situations/patterns as 1). formal/informal discussions about TL, 2). classroom assignments, 3). work on projects.  The discussions were incorporated into the learning environment as a whole --- surrounding conversations about TL, how to proceed with assignments, and what the final project would look like once completed. The assignments were incorporated as a precursor building up to the final project. Finally, the work on the final project was a culmination of discussions and assignments that were incorporated into the final draft of the project. All peers and the facilitator (coach) worked as a group through the entire seminar. Each individual group member submitted their final project for group/facilitator dialogue and feedback.   

Design Pattern Swap.Application for Online Course Development (Not Used)

I select the existing learning environment of the new Application for Online Course Development process. The first learning situation involved creating an information and instruction guide and then a fillable application form with electronic signatures. Beyond the creation of the guide, form and testing the form fields, this learning situation required a lot of dialogue and feedback with colleagues which is reflected in the design pattern. It was incorporated into the learning environment by providing to the deans/chairs for faculty use. 

My second learning situation involved a meeting with the department deans to share the changes from the previous nomination process for course development to the new application process. The design pattern indicates that the deans received the information and informed their department chairs. The design pattern was void of dialogue and feedback. This was incorporated into the learning environment by the deans accurately conveying the changes to their chairs.

My third learning situation consisted of online asynchronous communication with the chairs of the departments via email or phone. The design pattern is also void of true dialogue or feedback. It included the initial information, instructions and application form with the faculty completing and submitting to their chairs and deans for approval or denial of a course development. It was incorporated into the learning environment as tell-tale signs that the deans initially provided enough information to the chairs for them to assist the faculty in their respective departments with the new application process.  

Interviewing for Understanding

I learned that while this was a great, exciting and memorable (maybe even a once in a lifetime) learning experience (with a celebrity photographer) there was no dialogue and practice. However, my interviewee was not disappointed in the experience overall.

Creating Diagnostic Models

My diagnostic model was for an Accelerator Training Certificate program. 

Understand Interview Reflections

I observed an online learning environment in Coursera and shared the story with a colleague. The award-winning Social Sciences course titled "A Life of Happiness and Fulfillment" was offered at McCombs School of Business at the University of Texas at Austin and the Indian School of Business. Moreover, the course tapped into the validity of our theories about happiness (beyond spirituality) since scientist "have gotten into the act big time." The end goal for students taking this course was not only to understand the science of happiness, but to actually be happier. The story-line with my colleague consisted of how the course included lectures using video and interactive script, live sessions via Skype (plus guest speakers), polling type questions, assignments, discussions and feedback. The assignments were peer-graded.

Discover Datasheet Result Report

[Please note that my clients comments are in blue ink on the original Discover Datasheets!]

I learned that sometimes observations (and even facts) may not lead you to the heart of the matter without conducting empathy research. Initially, I thought the client needed to know if everyone involved was on board and understood the new process. In actuality, the client needed to know why applications for re-design and design were not being submitted as expected. Additionally, I also learned that the Discover Datasheet can bring clarity when reviewing and revising with the client. 

Facilitating the Discover Step - Lessons Learned

Application of the Discover Datasheets

The starting point was with the goal in mind.The types of data included reviewing the system of nominations for course design, determining how many courses were expired or expiring soon and needed to be re-designed (as a priority) and how many courses overall could be worked into the upcoming design cycle. But, going back to the starting point, there was an expectation that more applications would be submitted under the new Application (vs nomination) process for re-design or design. This hasn't happened yet -- so more feedback is needed.

Lessons Learned

A seemingly flawless system or process may have areas of concern or need to be tweaked.
Feedback is crucial.

As the architect and facilitator of the Discover step, I listened and clarified as needed.

Preliminary Empathy Research

The purpose of my empathy research was to better understand why the intended goal wasn't realized (as expected) in regards to the number of applications received for course re-designs or designs using the new process. During my Empathy Research with Discover Datasheet, I learned that the Discovery Types assisted greatly with defining the experience. Additionally, I was surprised that what I envisioned as a problem was really a need. Meeting with the client helped to clarify this issue and my client was most surprised by the lack of opportunities for feedback.

[My clients input is in blue ink!]

Identifying a Learning Environment to Apply LEDx

Traditionally, blended learning courses (online, hybrid and self-paced online) were designed or re-designed by a process known as course nomination. The departments would nominate a certain course for design/re-design and it would be slotted into the design cycle for development . Technically, the re-designs are courses that need significant revisions, are expiring soon or have expired and cannot be offered again until it has been re-certified. However, we are exploring a different method for in-taking new courses for design or re-design. My Learning Environment to Apply LEDx will be the Application for Online Course Development process. My client's role is that of supervisor to the application process. I selected this project because it is in the initial phase of implementation and requires evaluation and assessment for success. This learning environment matters because it involves the whole process of in-taking courses for design or re-design into the development cycle and we want to know that it is effective and efficient. I'll use the LEDx framework to 1) do empathy research and learn more about the needs and goals of the process, 2) develop a better understanding of the process and end goals,3) ensure the application process meet the needs of departments, management, faculty, and instructional designers 4) create a process that flows and works for all, 5) increase the number of courses submitted for design or re-design.

Empathy Research with Discover Datasheets

Client Empathy Discover Datasheet

Client Discover Focus Board

We determined that the blended initiatives are a necessary elements of virtual study tour.

Getting Focused-First Focus Board

This exercise allowed me to clarify the expectations of the learning environment by eliminating the things I wasn't trying to accomplish. I narrowed my focus to just include the ultimate objective of transitioning from a nomination process to an intake or application based process.

Discover Interview Reflections

My learning situation involved a group activity in a Transformative Learning course. The members of the group could not come to a consensuses regarding the direction we should take for a project.




Techniques and tools I used to build empathy:

1. Natural inquisitiveness and child-like curiosity.
I used this technique to break the ice among the members of the group.  It was beneficial due to breaking down the barriers, finding commonality and enhancing the overall experience.

2. Active listening.
While it's a given when building empathy, I used this tool to listen hard enough to grasp the emotional state and need.  The benefit is realizing the motivation behind another persons point of view or way of thinking.

3. Being vulnerable. 
I used this tool by allowing myself to be open and authentic --- even if my ideas were judged or rejected in the end. It was beneficial to the extent that others' felt free to share their ideas too.

Facilitating Design Experiences

In this activity, I facilitated a Diagnostic Design Experience of  Implementing a Virtual Study Tour. Using the LED Layers, (Outcome) I learned that I need more information, dialogue and a feedback loop. (Strategy) I learned by re-working the existing design with the group. (System) We noticed gaps and changed/moved/added more building blocks to the LEM so that it's easier to follow and understand. (Experience) I felt the design was a good starting point and enabled us to easily identify areas for improvement of the diagnostic experience. The group was very helpful and confident that the re-designing is a usable LEM to use for a virtual study tour. Next time, I will consider adding more experiential contexts. Using the LEDx Framework, the next steps include reading and evaluating the findings from a dissertation by a University of Florida professor on virtual study tours. This will be beneficial in transitioning from the current state/status to what this virtual study tour could be for students. Finally, the innovation (feedback look) is crucial to sustaining, growing and improving this experience. In the future, we anticipate that the students will embed in the study tours and provide the interviews, content and videos for the online asynchronous/synchronous virtual study tour courses.

Modeling Agenda Design

The Modeling Agenda I created represents designing and implementing a virtual study tour.

Designing the Design Space

This space was originally created as a blended learning lab. It's a great example of a meeting space for learning environment design meetings with group stations that seat up to 6 individuals per station. The equipment and technology includes computers/monitors and whiteboards. I made this selection because it meets the needs of a whole group, but also serves as a setting for smaller breakout groups assigned to a specific task or sub-task on the agenda. 

Outcome - The details & individual assignments for a project to design a virtual study tour. 

Strategy -  Group discussion.

System - Using the LEML building block of Information, Dialogue, and Feedback.

Experience - Contributions to this project is innovative and will valuable to distance education students and UCO as a whole.  

Planning a Learning Environment Design Experience

Specific Design Challenge: Communication

Discover

Begin with small talk (informal chit-chat). Ask questions along the way --- including "why?" Engage in and elicit storytelling. Empathy research starts with intentionally listening and clueing in on the unspoken.Pay attention to body language. 

Understand

Too often, learning environments are designed with the facilitator sharing what they know rather than considering what the student/learner hopes to gain from the learning environment.Communication may be non-existent.   

Envision

Build-in a formative evaluation process that is quick and easy to use and provides ideas for improvement.This ensures a constant flow of communication. 

Build

Use communication tools in the learning environment. (e.g. virtual sticky notes,  ah-ha moments, Plus/Delta, etc.)

Innovate 

Develop a system that evolves and improves upon what's working and re-design what's not based upon listening and communicating with the learner throughout the process.